Critical Elements of Computer Literacy for Teachers.

Autor/in	Overbaugh, Richard C.
Titel	Critical Elements of Computer Literacy for Teachers.
Quelle	(1993), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Computer Assisted Instruction; Computer Literacy; Computer Managed Instruction; Computer Software; Definitions; Educational Innovation; Elementary School Teachers; Higher Education; Models; Music Education; Programing Languages; Secondary School Teachers; Skill Development; Teacher Education + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Computerkenntnisse; Computer-assisted instruction; Begriffsbestimmung; Instructional innovation; Bildungsinnovation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Musikerziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrerausbildung; Lehrerbildung
Abstract	A definition of computer literacy is developed that is broad enough to apply to educators in general, but which leaves room for specificity for particular situations and content areas. The following general domains that comprise computer literacy for all educators are addressed: (1) general computer operations; (2) software, including computer managed instruction, computer assisted instruction, and programing languages; (3) software issues; and (4) hardware. Bearing these in mind, three models for developing teacher computer literacy programs are discussed. The two-stage model suggests that the path to computer literacy should begin with utilization of computer management skills and then proceed to learning applications that teach content. A second model offers four stages through which new users of innovation pass and suggests that 2 to 3 years are necessary for new users to pass through these stages. A seven-stage model of introduction to innovation expands the number of concern levels in gaining computer literacy. The four domains of computer literacy are explored for specificity by applying them to music education as an example of an educational computing knowledge base. It is noted that, unless higher education integrates computers across the curricula, tomorrow's teachers will not be adequately prepared to teach students in a technologically intensive work environment. (Contains 35 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01